methodology is the ASSIGNMENT OF NUMBERS to objects, events, or observations according to some rule.

methods as the DETAILED DESCRIPTIONS of situations, events, people, interactions, and observed behaviors; use of DIRECT QUOTATIONS from people about their experiences, attitudes, b

methods capture STUDENTS’ PERCEPTIONS of their learning and the educational environment that supports that learning, such as access to and the quality of services, programs, or e

methods prompt students to REPRESENT or DEMONSTRATE their learning or PRODUCE work so that observers can assess how well students’ texts, responses and skills fit program-level e

uses best practices to guide your own practices within your institution. Internal, competitive, and generic

Astin Model: 1

Astin Model: 2

Astin Model: 3

Upcraft and Schuh 1996: 1 P

Upcraft and Schuh 1996: 2 P

Upcraft and Schuh 1996: 3 A

Upcraft and Schuh 1996: 4 O

Upcraft and Schuh 1996: 5 I

Upcraft and Schuh 1996: 6 E

Upcraft and Schuh 1996: 7 I

Upcraft and Schuh 1996: 8 P

Upcraft and Schuh 1996: 9 M

Upcraft and Schuh 1996: 10 P

Upcraft and Schuh 1996: 11 D

Upcraft and Schuh 1996: 12 D

Upcraft and Schuh 1996: 13 E

Upcraft and Schuh 1996: 14 S

Astin: C

Astin: E

Astin: O

ASK: 1 A

•Ability to articulate and execute an assessment plan depending on the needs of the practitioner •Ability to map conceptual connections b/w institutional, div, and programmatic missions •Design both a quant and qual assessment plans •Ability to identify assumptions related to focus of assessment •Identify and articulate biases •Identify stakeholders •Formulate budget and Manage resources

ASK: 2 A

Understanding student learning and development and identifying relevant literature in order to develop Learning Outcomes •Identify appropriate epistemology •Design programs and services to meet outcomes •Gather evidence through formative and summative assessment •Connect learning and development outcomes to student learning

Identify strengths and weaknesses of assessment instrument based on needs of practitioner •Determine any limitations of an assessment instrument (will it be understood by the population?

ASK: 5 S

Ability to construct a survey that is easily understood, measures what you set out measure (reliability) •Skills in sampling statistics

ASK: 6 I

Determine when these methods are appropriate •Ability to construct representative and diverse FGs •Ability to organize and conduct effective interviews (individual or group) in regard to recruitment, logistics, and structure of interviews •Ask appropriate and intentional questions- good communication skills •Effective analysis of data using qualitative methods

ASK: 7 A

Ability to analyze data using the appropriate method •Ability to analyze reliable data •Distinguish between statistical significance and practical signficance

ASK: 8 B

Comparison of national, regional or local programs •Can be utilized in strategic planning purposes

ASK: 9 P

implementation of program review and eval •Use of CAS or other standards to review and improve programs